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# Lesson 19 K4

## NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 19
Objective: Use objects and drawings to find how many are left.
Suggested Lesson Structure
Fluency Practice

Application Problem

Concept Development

Student Debrief

Total Time

(11 minutes)
(5 minutes)
(26 minutes)
(8 minutes)
(50 minutes)

## Fluency Practice (11 minutes)

Happy Counting K.CC.2

(3 minutes)

## Building 1 More and 1 Less Towers K.CC.4c (4 minutes)

Make It Equal K.CC.6
(4 minutes)

## Happy Counting (3 minutes)

Note: This activity helps students internalize the whole number counting sequence and become comfortable
changing directions in their count.
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Lets play Happy Counting! Remember, when I hold my hand like this (two fingers pointing up), I
want you to count up. If I put my hand like this (two fingers pointing down), I want you to count
down. If I do this (closed fist) that means stop, but try hard to remember the last number you said.
(Teachers fingers up) 1, 2, 3, 4, 5 (closed fist, fingers pointing down), 4, 3, 2, 1 (closed fist, fingers
up), 2, 3 (closed fist, fingers down), 2, 1 (closed fist, fingers up), 2, 3, 4, 5 (closed fist, fingers down),
4, 3 (closed fist, fingers up), 4, 5, 6 (closed fist, fingers down), 5, 4 (closed fist, fingers up), 5, 6, 7, 8
(closed fist, fingers down).

Continue Happy Counting to ten 3 (i.e., 13), increasing the numbers as students demonstrate mastery.

## Building 1 More and 1 Less Towers (4 minutes)

Note: This activity helps students transition from addition to subtraction operations in preparation for
todays lesson.
Guide students through the process of building a tower while stating the pattern as 1 more. Maintain
consistency in the language: 1. 1 more is 2. 2. 1 more is 3. 3. 1 more is 4. (Continue to 10.)

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Lesson 19 K4

## NYS COMMON CORE MATHEMATICS CURRICULUM

Disassemble the tower while stating the pattern as 1 less. Again, the language is crucial to students
conceptual understanding: 10. 1 less is 9. 9. 1 less is 8. 8. 1 less is 7. (Continue to 0.)
If students are ready for the challenge, begin constructing the towers again, but stop the 1 more sequence at
5. Change directions, using the 1 less sequence. Continue moving up and down according to teacher
directions, as in Happy Counting.

## Make It Equal (4 minutes)

Materials: (S) Bags of cubes, laminated paper or foam work mat, dice (per pair)
Note: Students add and take away objects in this fluency activity, helping to solidify the shared numerical
relationships underlying both addition and subtraction.
1.
2.
3.
4.
5.

The teacher introduces the term equal as meaning the same number.
Both partners roll dice and put that many cubes on their mat.
Partner A has to make her cubes equal to her partners by taking off or putting on more cubes.
Partner B counts to verify.
Students switch roles and play again.

## Application Problem (5 minutes)

Materials: (S) Small ball of clay
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:

The mice are hungry today! Make 5 little pieces of cheese out
of your clay, and put them on your desk. Pretend that a pair of
little mice came to your desk (a pair means 2 mice!) and that
each of them stole a piece of cheese. Take away their pieces to
show that they ate them. How many pieces are left?

## Introduce the term pair to English

language learners before the lesson by
showing them lots of pictures of pairs
of things (e.g., eyes, arms, or legs).
Have the students practice saying the
word, and ask them to provide
examples of pairs of things they can
think of. Have them use two fingers to
represent the pair of mice and act out
the story. Once they have learned the
word, they will be able to solve the
Application Problem.

## 2.1 Representation (Language/ Symbols)

Clarify vocabulary and symbols- The
teacher introduces the word pair to
students before teaching the lesson by
showing the students images of things
that come in pairs such as eyes, arms,
or legs. Students say the word pair
and think of examples of objects that
come in pairs. This is a good way to clarify the new vocabulary
for students.

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Lesson 19 K4

## NYS COMMON CORE MATHEMATICS CURRICULUM

Representation
1.3 Representation (Perception) Offer alternatives for visual
information- The teacher provides students with physical
manipulatives for students to use in order to represent
mathematical concepts and convey information. The teacher does
this by giving students clay to use as the cheese that the
mouse will eat. By allowing students to have this, they would
be able to utilize tangible objects that would benefit them as
they work on developing their counting skills.

Now, start with 4 morsels of cheese, and act out the story again.
How many are left?
Talk about the mice and the cheese with your partner. Did he
have the same number of pieces left each time? What do you
think would happen if you had only 3 pieces of cheese before
they came?
Note: This concrete application of how many are left serves as
the anticipatory set for todays lesson. Circulate during the
activity to observe which students might need extra support
with concrete materials during this topic.

## 9.3 Engagement (Self-regulation) Develop self-assessment and

reflection- Students get feedback throughout the lesson from
the teacher and their peers. The teacher is circulating
throughout the classroom to check in with students. In
addition, students are working with a peer in a collaborative
group in order to share ideas and reflect upon their thought
processes.

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Lesson 19 K4

## Concept Development (26 minutes)

Materials: (S) Personal white board
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Who knows the song Five Little Monkeys Jumping on the Bed?
Me! Me!
We are going to sing it today. Lets pretend your fingers are the monkeys. Show me 5 monkeys the
Math Way. (Demonstrate.) Show me your monkeys jumping! (Waving hand and wiggling fingers in
the air, sing)
T/S: 5 little monkeys jumping on the bed; one fell off and bumped his head. Mama called the doctor, and
the doctor said, NO MORE MONKEYS JUMPING ON THE BED!
T: Oh no! One of our monkeys fell off! We had 5, but we need to take one away. How many monkeys
are left?
S: 4.
T: Yes. 5 take away 1 is 4. Show me your 4 monkeys!
Repeat until all monkeys have fallen.
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MP.
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## How many monkeys are left?

None!
Lets make a picture about the song we just sang.
Draw circles on your personal white board to show
your 5 monkeys. Lets pretend the first monkey just
fell. What can we do to the picture to show that 1
monkey fell?
Cross off the monkey.
Yes! Lets cross off a circle to show that he fell.
(Demonstrate.) How many are left on the bed? Use a
complete sentence.

NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Scaffold the lesson for students
working below grade level and for
those who seem unsure during the
monkeys jumping on the bed portion
of the lesson by providing them with
manipulatives to help them make their
drawings. Pair students who need the
extra support to make the task more
meaningful and manageable.

## 5.2 Action and Expression (Expressive

skills and fluency) Use multiple tools
for construction and composition- The
teacher provides alternatives for the
students by scaffolding the math lesson
in the Monkey Jumping on the Bed activity. The teacher does
this by giving students who are working below grade level
manipulatives in order to help them make their drawings. In
addition, the students who need more support are being paired
with other students in order to better manage the task. ( This

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Lesson 19 K4

## ties in with what is stated in the box that says multiple

means of action and expression on the page before.)

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## There are 4 left on the bed.

5 monkeys take away 1 monkey is?
4 monkeys!
Now, the next monkey fell. Cross off another circle.
You had 5 monkeys in the beginning. 2 monkeys have
fallen. How many are left on the bed now?
Now, there are 3 left on the bed.
5 take away 2 is?
3.

Repeat the exercise with the same pattern until all monkeys are crossed out, each time emphasizing the
language of take away and how many are left. Circulate during discussion to see which students might
benefit from using linking cubes or other counters to support their drawings.
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Erase your boards. Lets pretend each monkey had a banana. Draw 5 bananas. (Allow time for
drawing.)
During the song, 2 bananas were squished. Cross off 2 bananas to show the ones that were
squished. (Demonstrate.) How many are left?
There are 3 left.
5 take away 2 is?
3.
Erase your boards. Lets pretend the monkeys liked to eat strawberries instead. Draw a strawberry
for each monkey. How many strawberries did you draw?
5.
During their game, 4 of the strawberries rolled onto the floor. Cross off 4 strawberries to show the
ones that rolled. (Demonstrate.) How many are left?
There is only 1 left!
5 take away 4 is?
1.

## Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted time.

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Lesson 19 K4

## Student Debrief (8 minutes)

Lesson Objective: Use objects and drawings to find how
many are left.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.

## 6.1 Action/ Expression (Executive

function) Guide appropriate goal
setting- During the Student
Debrief, the teacher provides
guides for the students by
debriefing through each of the
questions in the lesson. The
teacher is inviting the students
to reflect upon their thinking
process as they go through the
lesson. By doing so, students are being exposed to the thought
process that teachers go through and are scaffolding their
thinking.

Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class.

## 8.3 Engagement (Sustaining effort and persistence) Foster

collaboration and communication- Throughout the lesson,
students are collaborating with their peers in order to support
one another. The students are comparing their responses to
their neighbors responses during the Student Debrief as well
as conversing about what they crossed out on the page.
Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the lesson.
Any combination of the questions below may be used to lead the discussion.

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Lesson 19 K4

## NYS COMMON CORE MATHEMATICS CURRICULUM

Look at the things you crossed out on your Problem Set. Compare your Problem Set with your
neighbors. Did you cross out the same things? Does it matter which things you crossed out?

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Lesson 19 K4

## Is the number you wrote in the box the same as

your neighbor, even though you might have
crossed out different things?
What happened when a monkey fell off the bed
in our song? What did you have to do with your
fingers?
How did we use our math words to talk about
what happened in the song?
stories in our lesson? What did the crossed-off
parts show?

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Name

## Lesson 19 Problem Set K4

Date

The cat ate 3 mice. Cross out 3 mice. Write how many mice are left.

The fish ate 2 worms. Cross out 2 worms. Write how many worms are left.

The frog ate 5 flies. Cross out 5 flies. Write how many flies are left.

The monkey ate 4 bananas. Cross out 4 bananas. Write how many bananas are left.

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## Lesson 19 Problem Set K4

Draw 6 balls. The boy kicked 3 balls down the hill. How many balls does he
have left?

There are 5 butterflies flying around the flower. Draw them. 1 of the
butterflies flew away, so cross it out. How many butterflies are left?

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## Lesson 19 Problem Set K4

Name

Date

1 train drove away. Cross out 1. Write how many were left.

2 horses were bought. Cross out 2. How many were left at the store?

4 ducks swam away. Cross out 4. Write how many are left.

There are 7 apples in the tree. Draw them. A bird ate 1 of them, so
cross it out. How many apples are left?

Lesson 19:

Lesson 19: